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HANDBOOK OF 
Physical Training and Games 

For Elementary Schools with 

GYMNASIUMS & PLAYROOMS 

Philadelphia Public Schools 



M. G. BRUMBAUGH Ph.D., LLD. 
SUPERINTENDENT OF SCKOOLS 



HANDBOOK OF 
Physical Training and Games 

For Elementary Schools with 

GYMNASIUMS & PLAYROOMS 

Philadelphia Public Schools 



M. G. BRUMBAUGH Ph.D., LL.D. 

SUPERINTENDENT OF SCHOOLS 



PREPARED BY 
WILLIAM A. STECHER, B. 5. G. 
DIRECTOR PHYSICAL EDUCATION 
1914 



COPYRIGHTED, 1914. 
BY 

WILLIAM A. STECHER. 



Printed by students at the 
PHILADELPHIA TRADES SCHOOL 
Twelfth and Locust Streets 
Philadelphia 



M AY 20 1914 

©aA376045 



PHYSICAL TRAINING IN ELEMENTARY 
SCHOOLS. 



The Objects of Physical Training. 

Gymnastics, or physical training, is the regulated and super- 
vised practice of muscular exercises under conditions that tend 

(1) to promote the health of the DUpils, insure normal growth, and 

(2) to develop and discipline motor control. 

The aims of this- training, therefore, are twofold, namely: 
hygienic and educational; health-producing and habit-producing. 

Viewed as to its physical effects, gymnastics produces health 
and hardiness. By combating and alleviating unhygienic school 
conditions, like impure air, improper sitting and standing, long 
periods of physical inactivity, it increases health. It cultivates and 
develops strength and it increases organic vigor. By increasing 
co-ordination it promotes quickness and skill. It cultivates endur- 
ance, and it strives for beaury of form. By its combination of 
strength and co-ordination it produces beauty of motion ; i. e., 
grace. 

Viewed as to its educational, hahit-prodiicing effects, school 
gymnastics promotes obedience, exactness and order. It trains for 
alertness, quick perception and quick reaction. It strengthens the 
will power. It awakens an appreciation of the beautiful in form 
and motion. In its competitive forms it leads to self-control, self- 
denial, loyalty to leaders, and it awakens and promotes morality. 

THE KIND OF WORK. 

A. Relief Work. 

There are two phases to physical training work. One phase 
deals with the real constructive, body-building w^ork ; the other 
might be termed ''relief work." This relief work may be done in 
the classroom, while the constructive w^ork should be performed 
either outdoors, in suitable exercise rooms, or in gymnasiums. 



3 



The relief work should be conducted by the regular teacher of 
each class. It consists of exercises designed to counteract the det- 
rimental effects of ordinary school life. These exercises should be 
performed at least twice daily in the classroom at 10 a. m. and at 
2.30 p. M., or some other suitable time selected by the principal. 
Each period lasts from two to three minutes, (see pages 40 and 41). 

B. Physical Training Work. 

The regular physical training work consists of selected exer- 
cises graded to meet the physical and mental needs of the growing 
child. In the primary grades ; i. e., school grades 1 to 4, the exer- 
cises are conducted by the regular teacher of each class. 

In the grades above the primary the exercises are conducted 
by qualified teachers, selected for this work by the principal. 

• Each class has two physical training lessons per week, each 
lesson lasting thirty minutes. It is hoped, eventually, to have one 
lesson per day. Should there be unassigned periods, principals 
strongly are advised to devote some of these to a constructive 
health measure like physical training. 

VIEWPOINTS GUIDING THE SELECTION OF MATE- 
RIAL FOR THE DIFFERENT AGE-GROUPS. 

The following arrangement is based principally upon that used 
by Dr. Ferdinand A. Schmidt, professor in Bonn, Germany, in his 
book on the ''Physiology of Exercise." The ideas expressed there 
have profoundly influenced the arrangement as well as the selection 
of material in this handbook. 

FUNDAMENTAL CONSIDERATIONS. 

First Book, A— For Pupils 6, 7, 8, 9 Years of Age. 
School Grades 1 and 2. 

Excepting the kindergarten, this is the first period of school 
work. So far as its effect upon health is concerned, for the aver- 
age child it means a change from a free active life to one requir- 
ing not only a considerable amount of sitting, but also decreased 
muscular activity ; i. e., to conditions interfering with sound growth. 



4 



The result is a decreased incentive for lung growth, and a de- 
creased circulation of blood and lymph. 

The essential viewpoints in the choice of gymnastic material 
for this period, therefore, must be : 

(a) To select exercises that quickly increase "metabolism, 
and that induce a healthy normal growth. 

(b) To select exercises that directly counteract the detri- 
mental effects upon health which the habituation to school life 
brings to the child. 

During this period, especially at its beginning, a child is still 
too weak and undeveloped to perform exercises designed primarily 
to greatly increase muscular strength, or to develop special sets of 
muscles. It is, however, most important to select exercises that 
actively engage large muscle masses, and which at the same time 
stimulate respiration and circulation. The activities employed for 
these ends should be mainly plays and games, as they create largely 
feelings of joy, and give opportunity for spontaneous action of 
the will power. At appropriate times, and especially when bad 
weather makes it impossible to exercise in the open air, the gym- 
nastic lesson should consist of exercises for increasing good pos- 
ture, of vigorous trunk exercises, of marching and of steps. 
Where it is possible it should be the rule that gymnastics must be 
performed out of doors. No indoor exercises, however valuable, 
can be compared in their effect upon blood enrichment to the value 
of these same exercises when performed out of doors in the sun- 
light. 

During this first school period the teacher begins to discover 
that some pupils are of slow mentality. For the mental stimulation 
of these pupils simple gymnastic games and the song games, with 
arm or leg movements, are very valuable. If children are of the 
extremely nervous type their gymnastic work should consist mainly 
of rhythmic exercises (not of exercises performed only upon com- 
mand). Exercising with properly selected music, also, is very 
valuable in such cases. 

The fundamental ideas, in selecting gymnastic material for 
this age group, are : large movements employing the large muscle 
masses ; predominantly spontaneous and rhythmic work ; much 
self-activity in the games and plays. 



5 



First Book, B— For Pupils 8, 9, 10, 11 Years of Age. 
School Grades 3 and 4. 

The general viewpoints determining the selection and the char- 
acter of physical training work for the first school period are still 
the predominant ones for the second period. Exercises of skill 
are a most important factor. The games, however, should now de- 
mand greater co-ordination, quickness and readiness. During this 
period children begin to be interested in team games of low 
organization. 

In track and field work, fast running (sprinting) from 50 
yards gradually leading up to 75 yards (at the end of this period) 
should have a prominent place. Endurance (slow) running 
should progress from 4 to 6 minutes. Broad and high jumping 
should be practiced. At the end of this period the fundamental 
swimming strokes should be taught. Ice and roller skating should 
be encouraged. 

In apparatus work easy exercises of agility, mainly in the 
hang, and in hang-lying, should receive careful attention. 

The essentials to be demanded in the gymnastic lessons are: 

(a) Good posture in standing and marching. 

(b) Vigorous trunk exercises combined with simple arm and 
leg movements. 

(c) Elementary steps in alternation with marching, also 
simple combinations of leg and arm movements. 

Second Book, A — For Pupils 10, 11, 12, 13 Years of age. 
School Grades 5 and 6. 

During the last years of this period girls arrive at puberty. 
The viewpoints regarding the selection of work remain as before, 
but much greater demands can be made upon skill, upon more diffi- 
cult co-ordinations. 

The games of boys are characterized by a fighting, antagonistic 
spirit; games requiring increased skill, daring, courage, appeal 
strongly to this age group. 

The track and field work should consist of sprinting up to 100 
yards, and endurance runs from 6 to 8 minutes. Broad and high 
jumping, also the triple standing jump, and the hop, step and jump 
should be practiced. The more advanced swimming strokes, also 
greater skill in skating, should be encouraged. 



6 



In apparatus work exercises in the hang and in the support- 
stand may be of medium difficuUy designed primarily for increas- 
ing skill ; also for increasing the strength of the arms and the 
abdominal muscles. 

The essentials demanded in the gymnastic lesson are: 

(a) Good posture. 

(b) Free exercises of a medium degree of difficulty per- 
formed with energy and precision. 

(c) Steps of medium difficulty executed with good finish. 

Second Book, B— For Pupils 12, 13, 14, 15 Years of Age. 
School Grades 7 and 8. 

A characteristic of this age is an increased rapidity of the 
growth of lungs and heart. 

Games demanding much running should give lo these vital 
organs the stimulus they need for increased activity. Team games 
of increasing complexity, but requiring no great endurance, are 
ideal forms of exercise at this age. 

Track and field work should consist of sprinting up to 150 
yards, and, of endurance runs from 8 to 10 minutes. To the jump- 
ing of the former periods should be added low hurdling and pole 
vaulting. Boys and girls at the end of this period should easily 
swim one hour, and know the different sw^imming strokes. In 
skating, also, they should be adepts. Tramping from 5 to 10 
miles is of great value and should be encouraged. 

In apparatus w^ork exercises in the hang should require more 
skill. Momentary support should alternate with mounts, dismounts 
and vaults. For girls exercises designed to strengthen the muscles 
of the back and abdomen should predominate. 

During the whole lesson both in free exercises and in appa- 
ratus work the demands upon the skill, agility and strength of the 
pupils should be increased. Boys especially should have exercises 
demanding resoluteness, daring and courage. 

- Up to a short time before puberty there need be no great 
difference between the exercises for both sexes. With the advent 
of this change, however, the many valuable exercises in the hang 
on the ladders, rings, giant strides, etc., offer to the girls the same 
opportunities for self-activity that the more violent forms of exer- 
i'ise on the bars, buck, etc., offer to boys. 



7 



In the physical training work the essentials are : 

(a) Good posture. 

(b) Vigorous trunk exercises. 

(c) The correct co-ordinations demanded by the more ad- 
vanced steps. 

Third Book— For Pupils from 15 to 20 Years. 
The High School Group. 

This age group, also, might be divided into two periods, A from 
15 to 17 years, B from 17 to 20 years. 

During the first period puberty arrives for the boys. Beside 
this great physiologic change, another characteristic of this period 
is the most rapid growth of lungs and heart. During the years from 
14 to 18 the heart practically doubles its size. Based upon the 
law that appropriate stimulation of an organ when it is grow- 
ing most rapidly will produce the best results, heart and lungs at 
this period of a boy's or girl's life should receive much stimulation 
by means of suitable exercise. The best exercise to stimulate 
heart growth is running. Games, therefore, and activities that de- 
mand much running, but no severe strain, are most valuable forms 
of exercise. 

The viewpoint determining the selection of gymnastic mate- 
rial for girls is the same as in the preceding period. 

The games of both girls and boys now should demand the high- 
est forms of skill, but not much endurance. Running games should 
give the body much encouragement for vigorous growth. In the 
selection of physical training material one thing always must be 
kept in mind ; i. e., the body must never be deprived of the material 
it needs for growth by participation in men's games, or in activities 
demanding great endurance. Marathon' races of all kinds on land 
or water, as well as football games played according to rules de- 
signed for adults should not be permitted if the growing youth is 
expected to develop into vigorous manhood or womanhood. 

Track and field work should consist of fast running up to 220 
yards; cross-country runs (no speed) up to 30 minutes are per- 
missible. Throwing and putting should be added to the field events 
of the preceding periods, while swimming, skating, tramping, row- 
ing and other natural forms of exercise should receive full recog- 
nition. 



8 



In apparatus work, especially for boys, exercises in the sup- 
port and vaulting should now receive attention, while for both 
sexes the exercises of skill performed in the hang may be in- 
creased. Suitable apparatus work is of special benefit to the high- 
school girl in giving her a training for courage and determination 
and an impetus to develop initiative which modern life makes in- 
creasingly necessary for girls. x\s creators of "joy in achievement" 
the stunts possible on suitable apparatus are factors of no small 
importance in guiding a girl's life into proper channels. 

During the whole physical training work in the high-school 
period the tendency to select forms of exercise that develop initia- 
tive and individuality should predominate. That part of the lesson 
devoted to free exercises, therefore, should be short and be filled 
with vigorous physica,! work demanding not too much concentraf- 
tion. Its characteristics should be: 

(a) A sustained effort to increase good posture. 

(b) Vigorous trunk exercises, made more valuable and in- 
teresting by the frequent use of suitable hand apparatus. 

(c) Steps demanding (especially for girls) difficult co-ordina- 
tions. 

During the second period of this age group, 17 to 20 years, the 
young man is gradually nearing maturity. As a rule height has 
reached its maximum and breadth begins its development. 

His games may now demand a medium amount of endurance. 
With boys the musculature now is becoming strong enough to 
allow the gradual introduction of strength exercises like wrestling, 
putting the 16-pound shot, putting up of medium- weight dumb- 
bells, and the countless forms of exercises upon apparatus. 

If he has received the training outlined above, fast running at 
all distances and cross-country running up to one hour are per- 
missible. Rowing as a sport may be begun. Training for any one 
sport should, however, be discouraged. Girls at this age, and later, 
revel in the highest forms of aesthetic dancing. 

With the completion of the twentieth year most men have 
arrived at maturity. For approximately the next twenty years man 
can undertake any kind of physical work without this interfering 
with his bodily development. 

Organically healthy women may participate with profit in 
running short distances, in appropriate forms of throwing, in swim- 
ming and in other forms of competition requiring no violent effort. 



9 



If, after puberty, it is wise to encourage most women to take 
part in vigorous athletic competition is more than doubtful. Each 
case must be decided upon the physical fitness of the participant. 

I 

CONTENT AND TIME DIVISION OF A 30-MINUTE 

LESSON. 

(For Relief Work, see pages 40 and 41.) 
A complete gymnastic lesson has four parts, with a time value 
as follows : 

Part I — Free Exercises, preceded by class 

marching and formation Time 9 minutes 

Part II — Marching and Dance Steps " 5 minutes 

Part III — Breathing Exercises " 1 minute 

Part IV — Either Games, or Track and Field 

Work, or Apparatus Work " 15 minutes 

Total Time 30 minutes 

Time Division of Each Part, Also of the Several Units of Each 

Part. 

Part I — Free Exercises, divided approximately as follows : 

Unit I. Exercises of the arms and legs used as introductory 
movements to equalize and increase circulation. These 
exercises are to be performed only in rhythm. Only such 
movements should be selected as can be done in a brisk 
manner. 

A. Arm Exercises, 1 minute. 

B. Leg Exercises, 1 minute. 

Unit 2. Exercises of the trunk used to improved posture and 
to strengthen the muscles of the trunk. 

A. Bending of the upper trunk backward, 1 min- 

ute; to be done only upon command, never in 
rhythm. 

B. Bending, lowering and turning, 5 minutes, to be 

done first upon command, then in an appro- 
priate slow rhythm. 
Unit J. Balance Exercise, 1 minute; to increase co-ordination 

and improve posture. These exercises should consist of 

slow leg, trunk and arm movements. 



10 



Part II — Steps, divided into exercises performed while marching, 
running or hopping, and into dancing steps. 

A. Marching Steps, 1 minute. 

B. Dancing Steps, 4 minutes. 

Part III — Breathing Exercises, designed to improve breathing. As 
a rule they consist simply of deep inhalations and exhalations 
accompanied by appropriate arm exercises. In this form they 
always are performed upon command. Bending backward of 
the upper trunk accompanied by suitable arm exercises in- 
creases the effectiveness of such exercises. Furthermore, in- 
haling and exhaling during a specified number of steps while 
marching is an effective mode of increasing breathing. This 
march breathing exercise can be made still m^ore effective by 
adding appropriate arm movements. 

Part IV — Either Games, or Track and Field Work, or Apparatus 
Work. 

When track and field work, or apparatus v\/ork is included 
in a lesson a sufiicient number of like pieces of apparatus, of 
jumping facilities, etc., must be provided to allow simultaneous 
exercise by many pupils. Squads should not contain more 
than from seven to ten pupils. 

Note I. At appropriate times team games of high organization may take 
up the whole gymnastic period except the time set apart for free exercises. 

Note 2. For a selected list of exercises in Jumping and Hopping see 
pages 41, 42 and 43. 



11 



THE PHYSICAL TRAINING MATERIAL FOR 
EACH AGE GROUP. 
FIRST BOOK, A. 

School Grades 1 and 2 ; Ages 6 to 9 Years. 
Tactics. 

A. Moving of the class. The pupils are arranged ^ ^ 
in a column of front ranks of two (see Fig. 1), the tall- ^ ^ 
est at the head ; march forward. Keeping step is not ex- 
pected in the first grade. Head and chest up ; arms swing 
naturally. 

Fig. No. 1 



B. Formation for free exercises. 1. ' 

The last half of the class marches forward T ^T* 

and forms at the left of the first half at four -y -p "T^ T 
steps' distance (see Fig. 2). 



T 



2. Open the ranks (of two) sideward 
from the center by taking one side step out- 
ward (two counts). 



Fig. No. 2 



3. Close the ranks by taking one side ' ~ T T 
step inward. In marching ofif the first half of T" T" T X 
the column leads (see Fig. 3). T TT T T 



Fig. No. 3 

Free Exercises. 

The essential exercises of these grades are : 

(a) Arms: 1. Raise the straight arms forward, sideward, 

fore-upward, side-upward. 
2. Straighten the arms forward, sideward, up- 
ward; the starting position being ''arms 
bent upward." 

(b) Legs: 1. Raise the straight leg forward, sideward, 

backward. 

2. Place the foot forward, sideward, .backward. 

3. Raise one knee forward, raise the heels, bend 

the knees. 



12 



(c) Trunk: 1. Lower the trunk forward. 

2. Bend the trunk forward, sideward, back- 

ward (raise the chest). 

3. Turn the trunk. 

Co-ordinations (Class Aims) for Grades 1 and 2. 

(See, also, note on page 26.) 

A. Tzvo-movement exercises of one body-part. Simple ex- 
ercises, mainly rhythmic work. 

Examples: Raise the arms forward — ^1, lower — 2; or (hands 
on hips) hend the trunk left — 1, straighten — 2; or (hands on 
shoulders) place the left foot backward — 1, replace — 2. 

B. Alternation of two easy two-movement exercises (1) of 
similar or (2) of dissimilar body-parts. 

Example: (1) Similar parts: Raise the arms forward — 1, 
lower — 2, raise the arms sideward — 3, lower — 4. 

(2) Dissimilar parts: (Hands on hips) bend the trunk for- 
ward — 1, straighten — 2, place the left foot forward — 3, replace — 4. 

Steps. 

A. Ad arching steps. (1) Marching in common time; i. e., 135 
steps per minute; in fast time; i. e., 150 to 160 steps per minute, 
arms swing naturally. 

(2) Easy arm and leg movements while marching and run- 
ning. 

B. Dancing steps. (See note, page 26.) 

(a) Glide; gallop; skip-step. 

(b) Triple glide; triple gallop. 

(c) Hopping four times left and right; four jump-steps 

with subsequent quarter turns. 

(d) Balance-step sideward. 

Games. 

TFor description see other Handbooks, also ''Games and Dances.") 

(a) Action games; i. e., games complete in themselves (like 
the gymnastic games) which have a song accompaniment: We all 
stand here ; Drop the handkerchief ; Let us chase the squirrel. 

(b) Song games; i. e., games in which the movement organ- 
ically is connected with the song, both being necessary to play the 
game : How d'ye do, my partner ; The muffin man ; Did you ever 
see a lassie; The needle's eye; Oats, peas, beans and barley grow; 
The carrousel ; Jolly is the miller ; Little sister come with me ; Herr 
Schmidt ; I see you ; My brother. 

13 



(c) Gymnastic games. (Games marked R can be played in 
rooms.) 

Cat and Mouse, Cat and Mouse, with two cats. 

What are you doing in my gar- Change Tag. 
den? Catch Me. 

Hand Tag (R). Spin the Plate, or Catch the 

Squatting Tag (R). Wand(R). 

Skipping Tag (R). Jacob, Where Are You? (R). 

Follow the Leader (R). 

Cat and Mouse, in two concen- 
tric circles. 

Ball Games. 

Bean Bags (R). Toss the bag for height. 

(a) Toss up and catch. Toss through a bagboard (R). 

(b) Toss to a partner. Bag in the Ring (R). 

(c) Combine a and b. Dodgeball, with one foot in a 

(d) Teacher. circle (R). 
Bound Ball (R). 

Increase the difficulty of the 
games named above by greater 
distances ; by designating the 
hand that throws or catches ; 
also by hand clapping once (or 
oftener) before a bag is 
caught. 

Track and Field Events. 

(a) Fast running — sprinting — up to 50 yards. 

(b) Endurance running from 2 to 3 minutes. Pupils suffer- 
ing from short breath or pain in the side step out of line without 
further comment. As soon as breathing is normal they again step 
into line. 

(c) Standing broad jump. Pupils in the first and second 
grade simply make playful attempts in broad jumping. 

Apparatus Work. 

(See note, page 28.) 

The apparatus used consists of Horizontal Ladders, Swinging 
Rings, Balance Beams, Stall Bars, and the Long Jumping Rope. 

(a) Simple exercises in the hang-stand and in the hang. 

(b) Walking on the low beam. 

(c) Running through the jumping rope. 



14 



FIRST BOOK, B. 



School Grades 3 and 4; Ages 8 to 11 Years. 
Tactics. 

A. Moving the class. The pupils are 
arrancred in a column of front ranks of twos, 
the tallest at the head. March forward. At a 
given corner successively form fours (see 
Fig. 4). Head and chest up. Arms swing 
n-aturally. 

B. Formation for free exercises. Open 
the ranks (of four) sideward from the cen- 
ter, 2 steps distance, in succession (6 counts ) ; 
the even hies then 1 step forward (2 counts). 
(See Fig. 5.) 



Free Exercises. 

The essential exercises of these grades are : 

(a) Anns: 1. Raise the straight arms forward, sideward, 

fore-upward, side-upward. 

2. Straighten and thrust the arms forward, 

sideward, upward and downward, the 
starting positions being: "Arms bent up- 
ward," ''Hands on hips," ''Arms bent to 
thrust." 

3. Circle arms forward and backward. Swim- 

ming movements (Grade 4). 

(b) Leys: 1. Raise the straight leg forward, sideward, 

backward. 

2. Place the foot forward, sideward, backward ; 

stride ; lunge. 

3. Raise" the knee forward; raise the foot 

backward ; raise the heels ; bend the 
knees; swimming movements (Grade 4). 

(c) Trunk: 1. Lower the trunk forward. 

2. Bend the trunk forward, sideward, back- 

ward. 

3. Turn the trunk. 



Fijj No. 4 




• 2 i 



15 



New Co-ordinations (Class Aims) for Grades 3 and 4. 

(See, also, note on page 26.) 
Repeat Previous Co-ordinations. 

A. Four-movement exercises of the arms. 

Examples : Raise the arms sideward — 1, raise upward — 2, 
lower sideward — 3, lower downward — 4; or (hands on hips) 
straighten the arms forward — 1, move them sideward — 2, move 
forward — 3, replace hands on hips — 4. 

B. Simple intersected exercises, consisting of two two-move- 
ment exercises of two body-parts arranged as a four-movement 
sequence. 

Example: (Hands on hips) stride left forward — 1, lower the 
trunk forward — 2, raise the trunk — 3, replace the foot — 4; or 
(arms at sides) swing the arms fore-upward — 1, lunge left side- 
ward — 2, replace the foot — 3, lower the arms — 4. 

C. Two-part combined exercises (two parts of the body mov- 
ing together). 

Example: Raise the arms sideward and bend the knees — 1, re- 
turn — 2; or (arms bent upward) bend the trunk fore-downward 
and straighten the arms downward — 1, return — 2. 

D. Alternations of two two-part combined exercises. 

Example : Place the left foot backward and raise the arms side- 
ward — 1, return — 2, lunge left forward and raise the arms side- 
ward — 3, return — 4. 

E. Three-part combined exercises (three parts of the body). 
Example : Lunge left forward, lower the trunk forward and 

raise tlie arms sideward — 1, return — 2; or (hands on hips.) lunge 
left sideward, bend trunk left and straighten the right arm upward 
— 1, return — 2. 

Steps. 

A. Marching steps. 

(1) Marching in common time and in fast time, arms swing 
naturally. 

(2) Leg movements while marching and running: e. g., on 
toes, raising the knees, raising the straight leg forward. 

(3) Two-movement arm exercises, four steps to each move- 
ment. 



16 



B. Dancing steps (see note, page 26). 

(a) Step-hop; glide-hop; change-step; skip change-step. 

(b) Double step-hop; double glide-hop. 

(c) Triple step-hop; triple glide-hop. 

(d) Balance-step forward, backward; step and courtesy in 
2 measures. 

Games. 

(For description see other Handbooks, also, "Games and Dances.") 

(a) Gymnastic games. All the games of Grades 1 and 2 may 
be played. 

Potato Race, planting and pick- Ball Games. 

Plav the ball games of the pre- 
Third Tag and Run. ^^^-^^ ^^^^^^ ^-^^ ^ 1^^.^^ 

Pussy Wants a Corner. ^^^^^ ^ ^^^^ baseball, a tennis 

The Beetle is Out. ^^^^ ^ ^^^^^^^ ,^^11 

Fox and Chickens. Duckstone (with bean bags), 

Pass the Bean Bag (Bag Relay). 

Day and Night. ^^^^^ '^^yj^^, 

Bogey Man (Black Man). ^i^^^^^ ^ ^^^^^ through a 

Break through (Bear in the hoop (R) 

"^"^^ ) • Throw a ball for height and dis- 

Last Pair Run. tance. 
Lame Goose. ^^^^ ^^^^1^ ^ ^^^^-^^ I^^U^ 

Catch the Wand (or Spm the ^^^^ ^^^^^^ ^he catcher). 

Plate), (R). 

(b) Team games of low organisation: Potato race as a team 
game ; running and hopping races in teams ; dodgeball in a circle ; 
endball. 

(c) Boys' zvrestling games: Foot in the ring; wrestle for the 
wand ; pull and push over the line ; leap frog. 

Track and Field Events. 

Note. The figures in parentheses under each year show what the best 
pupils of this age can accomplish. 

(a) Fast running — sprinting — (up to 75 yards). 
Minimum requirements : 50 yards. Time in seconds. 

8yrs. 9yrs. 10 yrs. 11 yrs. 12 yrs. 

Boys 9 8 4/5 8 2/5 8 1/5 8 

(8 4/5) (8 3/5) (8 1/5) (8) (7 3/5) 

Girls 9 2/5 9 1/5 8 4/5 8 3/5 8 2/5 

(9) (8 4/5) (8 2/5) (8 1/5) (8) 

17 



(b) Endurance running from 4 to 6 minutes. Pupils suffer- 
ing from short breath or pain in the side step out of line without 
further comment. As soon as breathing is normal they again step 
into line. 



(c) Jumping. 

]\Iinimum requirements in feet and inches. 
Standivig Broad Jump. 





8 yrs. 


y yrs. 


i(J yrs. 


11 yrs. 


12 yrs. 


Boys 


3.4 


3.8 


4 


4.3 


4.6 




(4.4) 


(4.10) 


(5.4) 


(5.10) 


(6.3) 




3 


3.1 


3.3 


3.6 


3.8 




(4.4) 


(4.6) 


(4.9) 


(5) 


(5.3) 


Running Broad Jump. 














8 yrs. 


9 yrs. 


10 yrs. 


11 yrs. 


12 yrs. 




6 


6.6 


7 


8.3 


9.6 




(6.9) 


(7) 


(7.6) 


(9.1) 


(10.8) 


Girls 


5.5 


5.6 


5.10 


6.6 


7.2 




(6) 


(6.2) 


(6.8) 


(7.8) 


(8.4) 


Running High Jump. 














8 yrs. 


9 yrs. 


10 yrs. 


11 yrs. 


12 yrs. 


Boys 


2.2 


2.5 


2.8 


2.11 


3.1 




(2.8) 


(2.10) 


(3.2) 


(3.4) 


(3.6) 




2.2 


2.5 


2.8 


2.9 


2.10 




(2.6) 


(2.8) 


(2.10) 


(3) 


(3.2) 



Sivimming. Pupils at the end of their fourth school year 
should learn to swim. Arrange to have your pupils enter one of the 
special classes conducted for the teaching of swimming. 

Skating. Encourage your pupils to learn the elementary steps. 



Apparatus Work. 

(See note, page 28.) 
Horizontal Ladders, Swinging Rings, Balance Beams, Stall 
Bars, Long Jumping Rope. 

(a) Simple exercises in the hang for increasing skill. Exer- 
cise in the hang-stand, support-stand and hang-lying. 

(b) Walking and leg exercises on the beam. 

(c) Running through and simple jumping in the rope. 



18 



SECOND BOOK, A. 



School Grades 5 and 6; Ages 10 to 13 Years. 
Tactics. 

A. Moving the class. The pupils are ar- 
ranged in a column of front ranks of twos, ^ H ^ H H 
the tallest at the head; alternately march and I i > H H 4 4 
run forward. At a given corner successively ^ ^ 

form fours fsee Fig. 6). In the Sixth Grade 

this forming is to be performed in running as ^ ^ ^ ^ 

well as m marching. Run in place. Halt. A 

B. Formation for free exercises. Open ^ 
the ranks from the center, two steps distance, x -r -r -r 
by marching forward in succession (4 ^ '-^ 
counts) ; the even files then one step forward t ^ 

(2 counts — 6 counts in all). (See Fig. 7.) 

Fig. No. 7 



Free Exercises. 

The essential exercises of these grades are: 

(a) Anns: 1. Raise the straight arms in all directions. 

2. Straighten, thrust and strike forward, side- 

ward, upward and downward, the starting 
positions being: ''Arms bent upward," 
"Arms bent to thrust" and "Arms bent to 
strike." 

3. Circle arms forward, backward, inward, out- 

ward. 

(b) Legs: 1. Raise the straight leg in all directions. 

2. Place the foot in all directions ; stride, lunge. 

3. Raise the knee, foot and heel; bend the 

knees. 

(c) Trunk: 1. Lower the trunk forward. 

2. Bend the trunk in all directions. 

3. Turn the trunk. 



19 



New Co-ordinations (Class Aims) for Grades 5 and 6. 

(See, also, note page 26.) 
Repeat Previous Co-ordinations. 

A. Combined intersected exercises of two body-parts. In 
this co-ordination (1) the first movement may be of two body-parts, 
while the second is of one body-part. 

Example: (Hands on hips) lunge left sideward and bend the 
trunk left — 1, straighten the right arm upward — 2, replace the hand 
— 3, straighten the trunk and replace the foot — 4. 

Or (2) the first movement may be of one body-part, while the 
second is of two body-parts. 

Example: (Hands on hips) lunge left sideward — 1, bend the 
trunk left and straighten the right arm upward — 2, straighten the 
trunk and replace the hand — 3, replace the foot — 4. 

Or (3) both the first and the second movement may be of two 
body-parts. 

Example : Lunge obliquely left forward and swing the arms 
fore-upward — 1, bend the trunk obliquely fore-downward and swing 
the arms fore- down ward — 2, reverse the second movement — 3, re- 
turn to the starting position — 4. 

Steps. 

A. Marching Steps. 

(1) Marching in common time; i. e., 135 steps per minute; in 
fast time; i. e., 150 to 160 steps per minute. Arms swing naturally. 

(2) Leg movements while marching and running: On toes, 
raising the knees, raising the straight leg. 

(3) Marching with two- and four-movement arm exercises, 
four steps to each movement. 

B. Dancing steps. (See note, page 26.) 

(a) Swing-hop; polka-hop; balance-hop. 

(b) Skip-step with foot and leg swings in % time; double 
balance-hop. 

(c) Three-step swing-hop; triple balance-hop; balance-hop- 
turn. 

(d) Balance-step with Yi turns; step-turn sideward. 
Appropriate trunk and arm movements to be added later. 



20 



Games. 



(a) Gymnastic games. 
Three Deep. 
Poison. 

Jumping Circle. 

Rubber Quoits (Grace Hoops). 
Catch the Robber. 



Ball Games. 

SimpHfied forms of baseball. 

Girls and boys, with the hand, 
bat a volley ball or a light bas- 
ket ball. 

Throw the medicine ball for 

height or for distance. 
Kick ball. 

Pass ball in a circle, also back- 
ward over head. 



(b) Team games of low organization. Rabbits, dodgeball in 
a circle, chaseball, volley ball (throw over), corner ball, simplified 
soccer ball, also potato race as a team game, running and hopping 
races. 

(c) Boys' wrestling games. Foot in the ring, free hopping 
(rooster fight), wrestle for the wand, push and pull over the line. 

Track and Field Events. 

Note. The figures in parentheses under each year show what the best 
pupils of this age can accomplish. 



(a) Fast running — sprinting — up to 100 yards. 
Minimum requirements : 100 yards. Time in seconds. 





10 yrs. 


11 yrs. 


12 yrs. 


13 yrs. 


14 yrs. 


15 yrs. 


Boys 


171^5 


16 % 


15% 


15 


14% 


13% 




(15%) 


(15%) 


(15) 


(14%) 


(13%) 


(13) 


Girls 


17% 


16% 


16% 


16^5 


16% 


16% 




(15%) 


(15%) 


(15%) 


(15%) 


(15%) 


(I5I5) 



(b) Endurance running from 6 to 8 minutes. Pupils suffer- 
ing from short breath or pain in the side step out of the line with- 
out further comment. After breathing is normal they again step 
into line. 



(c) jumping. 

Minimum requirements in feet and inches. 
Standing Broad Jump. 



lOyrs. 


11 yrs. 


12 yrs. 


13 yrs. 


14 yrs. 


15 yrs. 


Boys 4 


4.3 


4.6 


4.9 


5.2 


5.5 


(5.4) 


(5.10) 


(6.3) 


(6.6) 


(6.10) 


(7.4) 




3.6 


3.8 


3.10 


4 


4.1 


(4.9) 


(5) 


(5.3) 


(5.6) 


(6) 


(6) 


Running Broad Jump. 












Boys 7 


8.3 


9.6 


11.4 


12.6 


13.5 


(7.6) 


(9.1) 


(10.8) 


(12.2) 


(13.5) 


(14.7) 


Girls 5.10 


6.6 


7.2 


8 


9 


9 


(6.8) 


(7.8) 


(8.4) 


(9) 


(10.8) 


(11.8) 


Rimning JJigh Jump. 












Boys 2.8 


2.11 


3.1 


3.4 


3.6 


3.9 


(3.2) 


(3.4) 


(3.6) 


(3.9) 


(4.2) 


(4.5) 


Girls 2.8 


2.9 


2.10 


3.2 


2.11 


2.9 


(2.10) 


(3) 


(3.2) 


(3.3) 


(3.1) 


(2.10) 


Triple Standing Broad Jump. 










Boys 13 


14 


14.6 


15.1 


16.4 


18.1 


(15.9) 


(16.9) 


(18.7) 


(19) 


(20.7) 


(22.4) 


Girls 10.10 


12.1 


12.5 


12.9 


13 


13.10 


(14.2) 


(14.8) 


(15.8) 


(17) 


(17) 


(17.7) 


Running JJop, Step and Jump. 










Boys 16.4 


18 


18.8 


19.9 


21.7 


23 


(20.5) 


(23) 


(24.5) 


(26) 


(29) 


(29.5) 


Girls 13.8 


14.6 


15.5 


15.6 


16.4 


16.6 


{17) 


(18.8) 


(21.4) 


(21) 


(21.2) 


(20) 



Girls with a 10-foot start. 



(d) Swimming and skating should be encouraged. 

Apparatus Work. 

(See note, page 28.) 
Horizontal Ladders, Swinging Rings, Balance Beams, Stall 
Bars, Long Jumping Rope. 

(a) Simple exercises for increasing skill, also strength of 
arms and of abdominal muscles. Exercises in the hang, hang-stand, 
support-stand, hang-lying and support-lying. 

(b) On the beam, walking forward and backward; mo- 
mentary support. 

(c) In the rope, jumping with turns. 

22 



SECOND BOOK, B. 



School Grades 7 and 8; Ages 12 to 15 Years. 
Tactics. 

A. Moving of the class. The pupils are arranged in a column 
of front ranks of twos. Alternate marching and running a specified 
number of steps. When running, at a given corner successively 
form fours. Run in place. Halt. 

B. Formation for free exercises. Open the ranks from the 
center two steps distance, by marching forward, in succession (4 
counts) ; the even files then one step forward (2 counts; 6 counts 
in all). 

Free Exercises. 

In the Seventh Grade the exercises without hand apparatus 
should often alternate with wand exercises, and in the Eighth 
Grade with dumb-bell exercises. 

The essential exercises of these grades are : 

(a) Arms: 1. Raise the straight arms in all directions. 

2. Straighten, thrust and strike forward, side- 

ward, upward and downward, the start- 
ing positions being: "Arms bent upward," 
"Arms bent to thrust," and "Arms bent to 
strike." 

3. Circle arms forward, backward, inward, out- 

ward. 

(b) Legs: 1. Raise the straight leg in all directions. 

2. Place the foot in all directions ; stride ; lunge. 

3. Raise the knee ; foot ; heel ; bend the knees. 

(c) Trunk: 1. Lower the trunk forward. 

2. Bend the trunk in all directions. 

3. Turn the trunk. 



23 



New Co-ordinations (Class Aims) for Grades 7 and 8. 

(See, also, note, page 26.) 
Repeat Previous Co-ordinations. 

A. Combined intersected exercises of three body-parts. In 
this co-ordination some of the movements should employ three 
body-parts. 

Example: (Arms bent to thrust) lunge left forward, lower the 
trunk forward and thrust sideward — 1, raise the arms upward — 2, 
lower the arms sideward — 3, return to the starting position — 4. 

Or (2) if Wands are used: Raise the arms fore-upward — 1, 
lunge left sideward, bend the trunk right and lower the wand right 
downward on the right hip — 2, reverse — 3, return to the starting 
position — 4. 

Or (3) if Dumb-bells are used: (Arms bent to thrust) lunge 
left sideward, bend the trunk right and thrust sideward — 1, change 
knee-bend, bend the trunk left and swing the right arm bent over- 
head, the left l^ehind the back — 2, reverse — 3, return to the starting 
position — 4. 

Steps. 

A. Marching steps. 

(1) I\Iarching in common time; i. e., 135 steps per minute; 
in fast time; /. e., 150 to 160 steps per minute. Arms swing nat- 
urally. 

(2) Leg movements while marching and running; on toes, 
raising the knees, raising the straight leg. 

(3) Marching w^ith two- and four-movement arm exercises, 
four steps to each movement. 

B. Dancing steps. (See note, page 26.) 

( a) Polka-hop with prefixed leg movements ; cut; cut-hop. 

(b) Mazurka-hop; balance-hop and cut. 

(c) Schottische-step ; cut and cut-hop either as single or 
triple ; three-step-turn. 

(d) Balance-step and swing-hop in alternation. 
Appropriate trunk and arm movements to be added later. 



24 



Games. 

A. Gymnastic games. 
Poison. Pass ball over head; also in a 

Catch the Robber. circle. 

Three Deep. Medicine ball for height or for 

Day and Night. distance. 

Kick Ball. Hurl ball (four-pound medicine 

ball with a strap handle). 

(b) Team games of low organization. Rabbits, dodgeball, 
chaseball, battle ball. 

Also potato races as a team game, running and hopping races. 

(c) Team games of high organization. Prisoner's base, cap- 
tain ball, volley ball, baseball, soccer ball, goalball. 

Track and Field Events. 

Note. The figures in parentheses under each year show what the best 
pupils of this age can accomplish. 

(a) Fa^t running — sprinting — up to 150 yards. 
For minimum requirements see pages 17 and 21. 

(b) Endurance running from 8 to 10 minutes. Pupils suffer- 
ing from short breath or pain in the side step out of line without 
further comment. After breathing is normal they again step into 
line. 

(c) Jumping. Standing and running broad jump, running 
high jump, and hop, step and jump, triple standing broad jump. 
For minimum requirements see pages 18 and 22. 

Where possible low hurdles, also pole vaulting, are two ad- 
visable additional events. 

(d) To swimming and skating of the former grades, pupils 
should be encouraged to add tramping. 

Apparatus Work. 
(See note, page 28.) 
Horizontal Ladders, Swinging Rings, Balance Beams, Stall 
Bars, Long Jumping Rope. 

(a) Exercises of skill demanding greater co-ordination, also 
increased strength of arms and of abdominal muscles. Exercises in 
the hang, hang-stand, support-stand, hang-lying and support-lying. 

fb) On the beam, walking forward, backward, sideward, mo- 
mentary support, mounts, dismounts, easy vaults. 

fc) In the rope, exercises simultaneously by twos, threes and 
fours, run in and out ; and ^ turns after a specified number of 
jumps. 

25 



SPECIAL NOTES. 



Free Exercises. 

To Increase the Difficulty of Co-ordinations. 

When two or more parts of the body are exercised at the same 
time or in succession, and the difficuUy of the exercise is to be in- 
creased, the following progression should be adhered to : 

1. The easiest combination is had when two parts of the body 
are moved in the same direction; for example: Place the left foot 
forward and bend the trunk forward. 

2. A more difficult combination is had when two parts of the 
body are moved in opposite directions ; for example : Place the left 
foot forward and bend the trunk backward. 

3. The third degree of difficulty is had when two parts of the 
body are moved in different directions; for example: Place the left 
foot forward and bend the trunk sideward. 

Further means of increasing the difficulty of execution are : 

4. Raising the center of gravity ; for example : Place the 
hands behind the neck ; or raise the arms upward. 

5. Narrowing the base of support; for example: Raise the 
heels; or place one foot forward in line with the other; or stand on 
one foot. 

6. Combinations of the above. 

Dancing Steps. 

In the dancing steps the four principal rhythms grouped re- 
spectively under (a), (b), (c) and (d) may be found by employ- 
ing marching or running steps to get the correct measure of time. 
For instance, the polka rhythm (a) equals a slow marching step, 
the mazurka rhythm fb) equals three steps with an emphasis upon 
the first, the schottische rhythm (c) equals four running steps with 
a slight emphasis upon the first, and the waltz rhythm fd) equals 
three fast steps with an emphasis upon the first. 



26 



DEEP BREATHING. 



If the regular free exercises of a lesson are taken vigorously 
and a reasonable number of times, deep breathing will be induced. 
Should an occasion present itself, especially when exercises are 
taken outdoors, deep breathing, with, suitable arm or trunk move- 
ments, should be practiced as a separate exercise. In combining 
free exercises with deep breathing care must be taken to inhale 
when exercises are performed that raise the chest, and to exhale 
when the walls of the chest are being compressed. Breathing must 
never be suppressed during an exercise, as the more vigorous a 
movement is, the more will deep breathing be necessary. 

See that the pupils' mouths are closed while they are exercising 
or running. If a child cannot breathe through its nose, the school 
physician should be consulted. 

Specific Exercises to Increase Breathing. 

1. Inhalation must always take place through the nostrils. 

2. Abdominal breathing should be increased. 

3. All exercises must be performed slowly, in the rhythm of 
deep breathing. They always must be performed in the best form. 

4. The head always must be kept in line with the trunk, and 
not pushed or bent forward. 

5. When the arms are raised sidew^ard or side-upward they 
always should be turned, so as to get full supination ; /. e., in the 
sideward raising the palms should be turned upward, so that the 
thumbs point backward. 

Exercise 1 : Raise the arms fore-upward and inhale ; return. 

Exercise 2: Raise the arms side-upw^ard and inhale: return. 

Exercise- 3 : Raise the arms fore-upward and inhale ; lower the 
arms side-downward. 

Exercise 4 : Raise the arms side-upward and inhale ; lower the 
arms fore-downward. 

Exercise 5 : Raise the arms forward, move them sideward and 
inhale ; return. 

Exercise 6: Bend the arms for thrusting; straighten the arms 
obliquely side-upward and inhale ; return. 

Exercise 7 : Raise the arms sideward ; place them behind the 
neck and inhale ; return. 



27 



All foregoing exercises can be combined with a slight back- 
ward bending of the upper trunk. 

In order to increase the flexibility of the spine and ribs, bend- 
ing of the trunk, forward, backward, sideward and obliquely should 
often be performed ; also turning of the trunk. 



REFERENCE BOOKS. 

(Supplementary Reading.) 

Tactics: "Tactics of the Individual," also "Tactics of the 
Rank," E. H. Arnold, published by the author. "School Tactics," 
W. A. Stecher, published by the author. 

F7'ee Exercises: Emil Rath, published by the author. See also 
"Gymnastic Nomenclature," E. H. Arnold, published by the author. 

Steps: "Gymnastic Dancing Steps," Emil Rath, published by 
the author. "Esthetic Dancing," Emil Rath, published by Barnes 
& Co. 

Games: "Games and Dances," W. A. Stecher, published by J. J. 
McVey. "Gymnastic Games, Classified," E. H. Arnold, published 
by the author. "Games," Jessie Bancroft, published by the Mac- 
Millan Company. 

Track and Field Events: W. A. Stecher and assistants, pub- 
lished by J. J. McVey. "Athletics," by Graham & Clark-. 

Apparatus Work: "For Both Sexes," by Emil Rath, published 
by the author. "Elementary Apparatus Work," by E. H. Arnold, 
published by the author. "Code Book of Apparatus Work," by L. 
Puritz, published by Triibner Company, London. 

Groups of all Kinds of Exercises: "German- American Gym- 
nastics," W. A. Stecher, published by Lee & Shepard. See also the 
files of "Mind and Body," published in Milwaukee. 



28 



A CHARACTERIZATION OF GAMES BASED UPON THE 



DEVELOPMENT OF DIFFERENT AGE GROUPS. 

First Age Group — Infancy ; from Birth to 6 Years. 

Playful activities, mainly with its mother, are the beginning of 
the infant's mental and physical development. The mother's play 
leads the child into the more intricate mental and physical activities 
of the kindergarten, which, in turn, underlie the educational aims 
of the school. The characteristics of the plays and games of this 
period are: 

1. Large movement plays in which movement predominates, 
and which have little mental content. 

2. Dramatic plays in which the child imitates the life around 

him. 

Typical games for children 4 to 6 years of age are : 
L Movement plays, such as running and skipping plays and 
games. 

2. Dramatic plays such as the games imitating the activities of 
the shoemaker, the blacksmith, the carpenter, the washerwoman, etc. 

Second Age Group — Childhood; from 6 to 12 Years. 

This is the period of self-finding; the child begins to feel him- 
self as an individual. Modern life has taken the child from field, 
forest, stream, flowers and animals, the true environment of child- 
hood, through which he learns so much. City life with its books and 
reading, as a rule, are distasteful to him. He wants the real active 
life ; he wants to know things first hand, not out of books. 

Typical games of this period, therefore, largely are activities 
that resemble the primitive outdoor experiences the cliild should 
undergo, leading to self-assertion, to an expression of individuality. 

This period may be divided into two parts : i. c, from 6 to 9, 
and 9 to 12 years. 



29 



First Division, 6 to 9 Years. 

Children of this age enjoy the following play-forms : 

1. Repetition of movements and phrases with much action, 
typified by good song games ; also by games of imitation, like Fol- 
low the Leader. 

2. Impersonation as shown in games appealing to the imagina- 
tion, like Cat and Mouse. 

3. Simple chasing games, tag games, like the plain Tag, Hand- 
tag, Squat-tag; or the tag games in circle formation, like Come 
Along, the Beetle is Out. 

The characteristics of these games are : 

First. Their short duration; physically the child will not and 
should not exercise to exhaustion ; he has little physical endurance. 

Second. They quickly reach their climax ; it is impossible for 
the child to exert himself mentally over a length of time ; he has 
little mental endurance. 

Third. They have few rules ; the rules generally apply to the 
selection of the next players. 

The typical games of this period appeal strongly to the imagi- 
nation of the players. They are suited to the immature mental 
and physical powers of young children. So far as sex is concerned 
there appears to be no great difference between the likes and dis- 
likes of boys and girls in the choice of games. 

Second Division, 9 to 12 Years. 

While children of this age are still largely individualistic in 
their plays and games, their changing interests lead them to prefer 
activities demanding greater mental and physical effort and, also, 
endurance. Boys especially begin to revel in games savoring of 
fighting, predatory and hunting activities. The individual appears 
to have deep and strong cravings to live a strenuous life, indepen- 
dent of adult influence. Health at this period should be at its best, 
while reason, true morality, sympathy, love and esthetic enjoyment 
are but slightly developed. 

The play-forms enjoyed most by children of this age are: 

1. Those employing all players in active participation, like 
Day or Night, Blackman, Rabbits, etc. 

2. Personal antagonistics (especially by boys), like Stick 
Wrestling, Pushing and Pulling over a Line, Foot in the Ring, Tug 
of War, etc. 

3. Litricate tag games, like Last Pair Run, Three Deep, Stick- 
LSpy; or games of skill, like Leap Frog, Hop Scotch, Duckstone, 
etc. 

30 



The characteristics of games of this period are : 

First. Their longer duration, the climax not being reached as 

soon as in the games that appeal to younger children. 

Second. The injection of daring, courage and greater skill in 

the play- forms. 

Third. The beginnings of definite rules regulating even minor 
activities. 

Third Age Group^ — Early Adolescence; from 12 to 17 Years. 

During these years the child is undergoing a great physiologic 
change. With girls puberty arrives generally between the years of 
12 and 15 ; with boys the time usually is between 15 and 17 years. 

Mentally this age brings with it the beginnings of group con- 
sciousness, the unfolding man and woman begins to feel the need 
of companionship. 

Like the preceding period, this also may be divided into two 
parts; i. e., from 12 to 15 and from 15 to 17 years. 

First Division, 12 to 15 Years. 

The child at this age begins to realize his relation to others, he 
begins to feel himself a part of a social group. This desire for co- 
operation shows itself in some of the play-forms. Games in which 
the individual stands forth most prominently now begin to share 
their attraction with those demanding some co-operation. 

The characteristics of these games are : 

First. The banding together of a certain number of players 
as a team to compete against similar groups. 

Second. The team as a v/hole works like one individual ; as a 
rule there is little division of work, the games being mainly those 
of low organization, like Dodgeball, Battle ball. 

Third. Definite rules regulating all details of the game now 
appear, carrying with them the introduction of an official, an 
umpire. 

Second Division, 15 to 17 Years. 

With boys this is the "storm and stress" period. Girls by this 
time should be safely grounded as young women. The games offer- 
ing opportunities for co-operation now have a very strong hold 



31 



upon the players, especially upon the hoys. Games demanding- a 
greater division of work, even some specialization, are character- 
istic of this period. 

Fourth Age Group — Late Adolescence; from 17 to 21 (24) Years. 

This is the age of team games demanding greatest skill with a 
medium amount of endurance, also closest co-operation and sub- 
servience of self for the benefit of the group. 

While the games of low organization still appeal to players of 
this age, games demanding increased skill and an increasing amount 
of specialization are most attractive. 

The characteristic features of these games are: 

First. A high demand upon skill, coupled with a medium 
amount of endurance. 

Second. An increased division of labor; i. e., the high organ- 
ization typical of Football, Baseball, Flockey, etc. 

Fifth Age Group-^Maturity ; from 21 (24) to Full Manhood. 

During the first few years of this period games demanding 
great endurance, as well as the highly organized games of the pre- 
ceding period hold their sway. After some years, however, a 
change takes place and a close analysis of the play of adults who 
are engaged in serious occupation; i. e., earning a livelihood, shows 
for the most part that it is not play in the sense of the foregoing, 
but that it is recreation. The characteristic of play indulged in now 
is that consciously it is undertaken to furnish mental relief from 
the stress of work, or to give some form of physical work for those 
engaged in sedentary occupations. As such it consists largely of 
tramping, swimming, rowing, fishing, riding, driving, and similar 
forms of playful activities. The regular games of the former 
period, however, are also enjoyed, but they have lost that element 
of strenuousness which formerly characterized their playing. They 
now are played mainly for ''the fun of it." 



32 



A Characterization of Track and Field Work by Age Groups 

When Used for Athletic Competition. 

Up to the age of 12 years athletic competition in its true sense 
has no interest for the child. 

During the second age group, especially near its end at 12 
years, the interest in track and field work, like running specified dis- 
tances, all forms of jumping, throwing, etc., generally has been 
increasing. At the end of this period the child is ready for athletic 
competition in forms of sport suited to his development. 

During the third age group ; i. e., 12 to 17 years, the boy is 
ready to take part in athletics. In deciding what to do, it is well 
to remember the undeveloped child, and to select "groups" of activi- 
ties rather than single sports, that the growing child may receive 
all-around development. Specialization at this age is a distinct 
harm to the boy. 

Toward the end of the fourth age group; i. e., from 17 to 21 
years, specialization in some sports for which the boy shows special 
aptitude may be allowed, although "grouped'' activities still are of 
the greatest mental and physical value to him. 

In the fifth age group ; i. e., over 21 years, a man has arrived 
at maturity when even extreme specialization cannot harm him 
greatly. Yet, even at this age, sports complementing another are 
the better forms of competition. 

If it is advisable, after puberty, to encourage girls to take part 
in athletic competition (even in running short distances, swimming, 
appropriate forms of throv.'ing, and like forms of unobjectionable 
sports) must be decided entirely upon the physical fitness of the girl 
at the time of the contest. 



33 



METHODS OF TEACHING. 



Free Exercises: All free exercises must first be taken several 
times as positions ; i. e., upon command. After the pupils perform 
each separate movement of an exercise correctly, the complete 
exercise must then be taken rhythmically ; i. e., "in time." Every 
exercise must be performed in rhythm a sufficient number of times 
until the effect sought by this particular exercise has been gained. 

Example No. i. The class is to perform the following exercise: 

Hands on hips — {place). Lower the head forward — 1 ; raise the head — 2. 

The words in italics designate the "starting position," i. e., the position 
from which the exercise is to begin. 

First command : Hands on hips — place. This brings the pupils into 
the starting position for this particular exercise, and they are now ready 
to begin. 

Second command: Lower the head forward — one. The teacher now 
corrects faulty positions. 

Third command : Raise the head — two. The necessary corrections are 
again made. 

The movements are now repeated several times upon command with 
the express purpose of gaining correct, prompt and vigorous response to 
the given command. 

Now, after the movements are understood, and after the response is 
^ood, the exercise must be repeated rhythmically — in time — a goodly number 
of times, the command being as follows: 

Fourth command : In time — begin. Now, count 1 — 2, 1 — 2, 1 — 2, etc., 
and when ready to stop, 1 — halt. 

Fifth command : Hands — lower. This brings the pupils back to the 
fundamental position, and they are now ready to take up the second exer- 
cise in like manner. 

Note I. Criticism in all forms of work is best given in a general way 
while keeping the entire class at work. Avoid, as much as possible, giving 
individual criticism. Work for class spirit in the matter of promptness, and 
the individual laggard will soon fall in. Do not make the worst conspicuous 
by calling attention to it, but make the best popular by at times calling 
particular attention to exercises well done. 

Note 2. Pupils are not to execute an exercise while it is being dem- 
onstrated by the teacher, but always by command. 

Never allow an exercise to degenerate into an aimless, purposeless drill, 
but keep the pupils striving toward some definite, stated improvement. 

In the following. Example N o. 2, the method of teaching a more com- 
plicated free exercise is described. The class is to perform the following 
exercise : Stride left forward, and hands on hips — place. 

Straighten the arms forward — 1 ; return — 2 ; lower the trunk forward 
— 3; return — 4. 



34 



The words in italics designate the starting position, i. c, the positon 
from which the exercise is to begin. 

First command : Hands on hips — place. 

Second command : Left forward — stride ; or combine the placing of 
hands on hips, with the stride left forward as one movement. The pupils 
are now in the starting position and are ready to begin. 

Third command: Straighten the arms forward — 1. Now make your 
corrections, see that the arms are shoulder-high, that the palms are turned 
inward, that the chest and the head are held high, etc. 

Fourth command : Replace the hands — 2. Again make your correc- 
tions. 

Fifth command: Lower the trunk forward — 3. See that the backs are 
straight and that the lowering is to a good depth, and that the head is in 
line with the body (not lowered, nor raised). 

Sixth command : Raise the trunk — 4. Repeat these movements, several 
times, upon command. 

Now, after the separate parts of the exercise have been executed 
properly the whole exercise must be repeated rhythmically a sufficient num- 
ber of times. 

Seventh command : In time — begin. Now, count — 1 — 2 — 3 — 4, 1 — 2 — 3 
— 4, etc., and the last time 1 — 2 — 3 — halt. 

To bring the pupils back to the fundamental position the last command 
will be : Lower the hands, and the left foot — replace. 

When exercising "in time" always use as many counts as the 
exercise has parts. For example, in an exercise with two parts 
count 1-2, 1-2, etc., not 1-2-3-4-5-6-7-halt ; or in an exercise with 
four parts count 1-2-3-4, etc., not 1-2, 1-2. 

Note. In order to shorten commands the following substitutions may 
be used. When used in a command, "return" means to resume the start- 
ing position — that is, the position from which the exercise was begun. The 
word "reverse" used as the third command in a four-count movement 
means to reverse the preceding" movement, e. g., hands on shoulders and 
stride left sideward — 1; bend the trunk left — 2; reverse — 3 (i. e., straighten 
the trunk) ; return — 4 {i e., lower the arms and replace the left foot). 

If a combined exercise, that is, an exercise employing two dif- 
ferent parts of the body at the same time, appears too difficult for a 
class, it is advisable to teach the separate parts singly before at- 
tempting the exercise in the prescribed form ; i. e., first perform the 
arm movements in rhythm ; then the movements of the other parts 
of the body, and, lastly, the combined movements. 



35 



TRACK AND FIELD METHODS. 



Ill order to have your pupils improve in the track and lield 
events it is necessary to have the schoolyard, playroom or gym- 
nasium arranged for daily practice. This can be done easily by 
selecting suitable parts of the yard and painting upon the bricks or 
cement the starting marks, also the minimum requirements (dis- 
tance) for each age. 

For example: Take the standing broad jump. The selected 
place for practicing this may be in a corner of the yard little used 
for active play. Mark the "take off" by a line about 1 foot long 
and 1 inch wide. Then, at the proper places, mark the minimum 
distance for children of 8 years, of 9 years, etc. 

If it is possible, put alongside of this place your marks for the 
triple standing jump, for the hop, step and jump, for the basket ball 
far-throw, etc., plainly marking each, that the children may, know 
what the minimum requirements for each age are. 

For the practice of running select a side street if your school- 
yard is not' long enough. Mark off the 50-yard and the 100-yard 
distance. Then let the pupils know how fast they should be able 
to cover the distance. 

Writing the distances and the time upon the blackboard for 
each age represented in your room will stimulate many pupils to 
test their ability whenever an opportunity offers itself. Another, 
better way, is to have the pupils select two captains for each event, 
one for the boys and one for the girls, and have these captains 
supervise the work and also keep a record of the progress made by 
each pupil. 

Then, when having a physical training lesson embracing the 
practice of any track or field event, it will be comparatively simple 
to divide your class into at least two groups; i. c, those who have 
reached the minimum requirements, and those who have not reached 
these. The first group may be given into the hands of the respective 
captains for practice (under your supervision) while you take charge 
of the group that needs special attention. 

This general procedure may be followed also in the simpler 
forms of apparatus work. 



36 



MANNER OF EXECUTION. 



In order to do most good, a lesson in free exercises must be 
taught in a live, energetic and spirited manner. Arm exercises 
generall}^ should be executed in a brisk rhythm, while exercises of 
the head and trunk should be performed in a slower rhythm, but, 
nevertheless, with a full, strong contraction of the working muscles. 
Leg exercises may be either slow or fast (according to the effect 
sought). Leg exercises often should be used as balance move- 
ments; i. e., as positions taken only upon command. The dancing- 
steps should be performed in a rounded, graceful manner, especial 
attention being given to a "finished" execution. Tactics call for 
l^risk, exact and simultaneous action by the whole class. Apparatus 
work, track and field exercises always should be performed in good 
form. 

To use the available time to the best advantage always must be 
the aim of the teacher. In track and field work, also in apparatus 
work, the teacher must see that as many pupils as possible exercise 
at the same time. There should be only enough inactivity between 
the exercises to allow a suitable rest period for those who have 
exercised. 

Teachers should so arrange their class that they easily can see 
those exercising as well as those resting. The approach to the ap- 
paratus, as well as the retreat therefrom, always should be in an 
orderly but expeditious manner. 

COMMANDS. 

There are two kinds of commands, the preparatory and the 
executive. The preparatory command tells the pupils the mo\ emcnt 
to be performed. A slight pause follows this, giving the cliii- 
dren time fully to understand what they are to do. No mo\e- 
ment must 1)e allowed during this pause. The executive command 
now follov/s, distinctly and sharply, calling for instant vigorous 
action. 

Manner of Commanding. Example No. 1, using the verb as the exe- 
cutive command : 

"Hands on hips — (pause) — place." 
"Hands — (pause) — lower." 



37 



Example No. 2, using a full sentence to explain the exercise in the 
preparatory command, and then using a numeral as the executive command : 
"Raise the arms forward — (pause) — 1." 
"Lower the arms — (pause) — 2." 

Example No. 3 (like No. 2), applied to apparatus work (horizontal 
ladder) : 

"Jump to a hang with straight arms — 1." 
"Bend and straighten the arms — 1 — 2 ; 1 — 2." 
"Jump to a stand — 1." 

Note I. The execution of a movement is governed by the manner in 
which the command is given. The teacher's voice, therefore, is all-impor- 
tant. Indicate by your voice that you expect and must have accuracy and 
promptness in the movement. Use a natural light tone, never too loud. 

Note 2. As a rule, a slight pause is made between the preparatory 
and the executive command ; if, however, gymnastics is used to shorten 
reaction time, to train for quick thinking, the executive command should 
quickly foDow the preparatory. 

RELIEF EXERCISES. 

Recreation Drills: Prolonged sitting, even with most active 
brain work, will result in an increasing slowness of the blood 
flow. This is follov/ed by decreased power of attention and 
increased restlessness. The recreation drills on pages 40 and 41 
are active means for combating these evils. A few minutes devoted 
to these drills is time well invested, resulting in increased mental 
freshness. Age of pupils, lack of ventilation and other school con- 
ditions may make it profitable for the teacher to use these relief 
measures every hour, or oftener. The time devoted to these recrea- 
tion drills must not be deducted from the time to be given to the 
formal lessons. These drills are composed mainly of exercises that 
vigorously work the large muscle-masses of the body. They are 
intended to counteract the detrimental effects of prolonged sitting or 
stooping. The selections are such that the exercises may be taken in 
any classroom. The windows must be opened, and pupils standing 
near windows should face these. If a classroom is favorably located 
a run of a minute's duration in the school yard — no attempt being 
made to keep step — will also give the desired relief, with the added 
benefit of more fresh air and changed surroundings. 



38 



Arranging a Class for Relief Exercises: At the command^ 
''Class, sit — erect," the pupils will sit erect. At the command, 
"Class — stand," the pupils rise quickly and quietly, and stand in the 
middle of the aisles. In order to get the space necessary for exer- 
cising, the command is given, ''Take distance — march." The pupils 
hereupon raise their arms forward and move forward or backward 
until they have sufficient room. In order that pupils may have ample 
distance it is advisable to use all the free space at the front and 
back of the room. At the close of the exercises the pupils return to 
their places in the aisles at the command, ''To your desks — march." 
The command, "Class — he seated," brings all into their regular seats. 

Note. Teachers must appoint window monitors, who will, at the be- 
ginning' of the exercises, open the windows for ventilation, and, later, close 
them. 



VENTILATION. 

Sufficient ventilation under all conditions is still an unsolved 
problem, even in most modern schools. In the greater number of 
school rooms the quickest and most effective way of getting fresh 
air is to open the windows as often as conditions demand it. Natu- 
rally, outdoor temperature will determine the time and the degree 
of this manner of ventilation. Manual work, singing, etc., increase 
respiration, and call for an increase of fresh air. Gynmastics does 
this to a still greater degree. Under no circumstances, therefore, 
should physical exercises of any kind be performed in a room that 
does not give the pupils a greatly increased supply of fresh air. 



39 



RECREATION DRILLS. 



Do not waste time with needless corrections during these drills. 
Their sole object is to stretch the cramped body, and to equalize and 
increase the circulation of the blood. 

Open the windows as wide as the weather permits. Pupils 
standing near the windows should face these while exercising. 

Set L 

1. Hands on hips — place. Alternately raise the knees for- 
ward, thirty to forty times. This must be a quick movement, a sort 
of slow running on place. 

2. Hands — clinch. Vigorously swing the arms fore-upward, 
eight to sixteen times. 

3. Hands on hips — place. Bend the trunk fore-downward, 
eight to ten times. 

4. Breathe deeply, four to six times, raising the arms fore- 
upward. 

SetlL 

1. Hands on hips — place. Bend the knees, eight to sixteen 
times. 

2. Hands — clinch. Bend the trunk left and place the right 
fist under the right shoulder — 1 ; the same movement to the opposite 
side — 2 ; eight to sixteen times. This must be a continuous swinging 
movement. 

3. Arms to thrust — hend. Thrust alternately upward and 
downward, eight to sixteen times. 

4. ' Hands on hips — place. Breathe deeply four to six times, 
raising the heels during the inhalation. 

Set III. 

1. Hands on hips — place. Bend the trunk alternately forward 
and backward, eight to ten times. 

2. Hands at sides. Swing the arms fore-upward, eight to six- 
teen times. ; ' 

3. Place hands on shoulders, and left forward — stride. Turn 
the trunk left and right, eight to ten times. 

4. Arms upzvard — raise. Swing the arms fore-down and up- 
ward, at the same time bending the trunk forward and backward, 
about ten times. 



40 



Set IV. 



1. Hands — clinch. Swing the arms fore-upward and lower 
them side-downward, pressing them back as far as possible, eight to 
sixteen times. 

2. Hands on hips — place. Continuously bend the trunk for- 
ward and backward (a swinging movement), eight to ten times. 

3. Raise the arms sideward and hands — clinch. Turn the 
trunk left and right, as a continuous movement, eight to twelve 
times. 

4. Raise the arms iipzmrd, and left forzuard — stride. Swing 
the arms fore-down and upward at the same time bending the trunk 
forward and backward, eight to ten times. 

Set V. 

1. Hands on hips — place. Bend the trunk obliquely forward 
left and right, eight to ten times. 

2. Hands — clinch. Vigorously swing the arms fore-upward 
with raising the heels, and return to the starting position, eight to 
sixteen times. 

3. Hands on shoidders — place. Bend the trunk left and right 
sideward, eight to ten times. 

4. Hands on hips — place. Bend and straighten the knees, 
eight to sixteen times. 

Set VI. 

1. Arms to thrust — bend. Thrust alternately upward and 
sideward, eight to sixteen times. 

2. Hands on hips — place. Bend the trunk fore-downward and 
straighten the arms downward, eight to ten times. 

3. Grasp the desk. Swing the left leg forward and backward, 
eight to ten times. Change the hold and repeat with the right leg. 

4. Arms forward — hend. Fling the arms sideward, eight to 
twelve times. 



41 



EXERCISES IN JUMPING AND HOPPING. 



Where it is possible, most certainly where the exercises are per- 
formed in the yards, several jumping exercises should be given in 
every gymnastic lesson. The following exercises will give the class 
teacher an ample list to select from : 

Jumping on Both Feet. 

The hands may be placed on the hips. The movements are to 
be performed from eight to sixteen times. 

1. Jump on place. 

2. Jump to a side-stride — 1; position (feet closed) — 2. 

3. Jump to a side-stride — 1 ; jump to position with crossed 
legs — 2. 

4. Jump to a side-stride — 1 ; crossed legs — 2 ; side-stride — 3 ; 
position — 4. 

5. Jump to a cross-stride, left forward — 1 ; position — 2. 

6. Exercise 5 right forward. 

7. Jump to a cross-stride, left forward — 1 ; right forward — 2 ;. 
left forward — 3 ; position — 4. 

These exercises may be varied and made more difficult by in- 
troducing quarter and half-turns after every four or two jumps. 

Hopping (on One Foot). 

The knuckles may be placed on the hips. 

1. Hop on the left foot, the sole of the right toot placed 
against the calf of the left leg. 

2. The same exercise right. 

3. Hop twice on the left foot 1—2; then twice on the right 
3 — 4 (position of leg as in 1). 

4. Hop on the left foot, slightly raising the right leg sideward. 

5. The same exercise right. 

6. Combine exercises 4 and 5, changing from foot to foot on 
each hop. 

7. Combine exercises 3 and 6 ; i. e., hop twice on the left foot, 
placing the right foot against the left leg 1 — 2; the same exercise 
right 3 — 4; then hop left, right, left and right raising the opposite 
leg sideward 5 — 8. 



42 



8. Hop four times left, on the first hop raise the right heel 
(against the calf of the left leg) ; on the second straighten the right 
leg forward; on the third resume the first position; on the fourth 
close the feet. 

9. The same exercise hopping right. 

10. The same exercise alternating left and right. 

11. As exercises 8, 9 and 10, but placing the right foot forward 
on the first and third counts and raising the leg on the second. 

Jumping Upward, from Both Feet. 

1. Raise the arms forward and raise the heels — 1; swing the 
arms down and backward, bending the knees — 2; swing the arms 
fore-upward, jumping upward — 3 ; swing the arms down and back- 
ward, bending the knees — 4; straighten the legs, lower the heels and 
arms — 5. (The fourth count must immediately follow the third.) 

2. As exercise 1, side-striding during the jump; also with 
cross-striding, crossing the legs, raising the knees, or raising the feet 
backward during the jump. 

These jumps may also be taken with quarter or half -turns. 

Jumping Forward, from Both Feet 

j. As exercise 1 of jumping forward, except that the jump 
and arm-swing shall be forward. 

The forward jump may be taken with all the leg movements 
enumerated above, also with quarter and half-turns. 

4. Two, three or more standing jumps forward in quick suc- 
cession. 

Jumping Forward, from One Foot. 

5. Step left forward, raising the arms backward — 1 ; jump 
forward swinging the arms and right leg forward — 2 ; knee-bend, 
the arms remaining forward — 3 ; straighten the legs, lower the heels 
and arms — 4. (The third count must immediately follow the sec- 
ond.) 

6. The same exercise stepping right forward. 

7. Three quick steps forward and a jump. Practice this, be- 
ginning and jumping left as well as right. 

8. As exercise 7, with quarter and half-turns. When jumping 
off the left foot, the turn is left, and vice versa. 



43 



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